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Downloaded From: Usage Rights: Creative Commons: Attribution-Noncommercial-No Deriva- Tive Works 4.0 Rashed, Warda Ali Salem (2018) The impact of vocabulary learning strat- egy instruction on Libyan EFL teachers and learners. Doctoral thesis (PhD), Manchester Metropolitan University. Downloaded from: https://e-space.mmu.ac.uk/620466/ Usage rights: Creative Commons: Attribution-Noncommercial-No Deriva- tive Works 4.0 Please cite the published version https://e-space.mmu.ac.uk THE IMPACT OF VOCABULARY LEARNING STRATEGY INSTRUCTION ON LIBYAN EFL TEACHERS AND LEARNERS WARDA ALI SALEM RASHED A thesis submitted in partial fulfilment of the requirements of the Manchester Metropolitan University for the degree of Doctor of Philosophy Department of Languages, Information and Communications Manchester Metropolitan University 2018 Table of Contents LIST OF TABLES ........................................................................................... 7 LIST OF FIGURES ........................................................................................ 9 LIST OF ABBREVIATIONS ......................................................................... 12 ABSTRACT .................................................................................................. 13 ACKNOWLEDGMENT ................................................................................. 15 DEDICATION ............................................................................................... 16 1.0 Introduction ................................................................................... 17 1.1 General background ...................................................................... 18 1.2 General compendium of Libyan education .................................... 19 1.3 Prosperity of education and achieving literacy for all .................... 20 1.4 Schooling system in Libya ............................................................. 21 1.5 Development of university schooling system ................................ 22 1.5.1 Al-jabal Al-gharbi University ...................................................... 23 1.6 Learning and teaching English in Libya ......................................... 24 1.7 Teacher training in Libya ............................................................... 25 1.8 Goals of the present research ....................................................... 27 1.9 Research questions, design, and hypothesis ................................ 27 1.10 Organisation of the thesis ............................................................. 29 2.0: Literature Review ............................................................................... 31 2.1 Defining terms ............................................................................... 31 2.2 Vocabulary importance ................................................................. 33 2.3 Language learning strategies (LLSs) ............................................ 35 2.3.1 Language learning strategies classification .............................. 37 2.4 Vocabulary learning strategies (VLSs) .......................................... 39 2.4.1 Classifications of vocabulary learning strategies....................... 41 2.4.2 Factors influencing the choice of VLSs ..................................... 49 2 2.4.3 Research on vocabulary learning strategies within an EFL context ...................................................................................... 51 2.5 Teaching language learning strategies ......................................... 55 2.5.1 Vocabulary instruction ............................................................... 56 2.5.2 Vocabulary teaching strategies (VTSs) ..................................... 59 2.6 Vocabulary learning strategy training (VLST) ................................ 62 2.6.1 Previous research in the field of strategy training ..................... 63 2.6.2 Vocabulary learning strategy training frameworks .................... 66 3.0: STUDY 1: Overview of the current situation ....................................... 72 3.1 Vocabulary learning strategy research methods ........................... 73 3.1.1 Vocabulary learning strategies questionnaire (VLSQ) .............. 74 3.1.2 Classroom observation ............................................................. 76 3.1.3 Semi-structured interview ......................................................... 78 3.1.4 Diaries ....................................................................................... 79 3.1.5 Think-aloud protocols ................................................................ 80 3.2 Study 1 population and location .................................................... 80 3.3 Ethical considerations ................................................................... 82 3.4 Study 1 instrumentation ................................................................ 83 3.4.1 Vocabulary learning strategies questionnaire (VLSQ) .............. 83 3.4.2 Classroom observation ............................................................. 86 3.4.3 Semi-structured interview ......................................................... 87 3.5 Pilot study...................................................................................... 87 3.5.1 The procedures for piloting instruments .................................... 88 3.5.2 Piloting the questionnaire .......................................................... 89 3.5.3 Piloting the interview ................................................................. 90 3.5.4 Piloting the observation ............................................................. 91 3.5.5 Pilot study results ...................................................................... 92 3 3.5.6 Drawbacks of the piloting .......................................................... 94 3.6 Study 1 analysis ............................................................................ 94 3.6.1 Study 1: quantitative data analysis, results and discussion ...... 95 3.6.1.1 Teachers’ VLSs questionnaire (TVLSQ) .......................... 100 3.6.1.2 Students’ VLSs questionnaire (SVLSQ) .......................... 112 3.6.2 Study 1: qualitative data analysis, results and discussion ....... 124 3.6.2.1 Open-ended questionnaire items ..................................... 124 3.6.2.2 Interview procedures and analysis ................................... 132 3.6.2.3 Observation analysis ....................................................... 146 4.0: STUDY 2: The VLST programme .................................................... 150 4.1 Strategy training .......................................................................... 151 4.2 Language choice ......................................................................... 154 4.3 Selection of strategies ................................................................. 154 4.4 Design ......................................................................................... 156 4.4.1 Teachers’ training phase ......................................................... 159 4.4.2 Students’ training phase ......................................................... 162 5.0: STUDY 3: trial and evaluate the training programme ....................... 164 5.1 Study 3 population ...................................................................... 164 5.2 Study 3: quantitative data analysis, results and discussion ......... 166 5.2.1 Results of questionnaire 1 (VLSQ1) ........................................ 167 5.2.1.1 VLSQ1: strategy use by experimental groups’ participants 169 5.2.1.2 VLSQ1: perceived usefulness by experimental groups’ participants ....................................................................................... 175 5.2.1.3 VLSQ1: strategy use by control groups’ participants ....... 185 5.2.1.4 VLSQ1: perceived usefulness by control groups’ participants 189 5.3 Strategy training programme ....................................................... 196 5.3.1 Results of questionnaire 2 (VLSQ2) ........................................ 200 5.3.1.1 Effects on frequency of promotion/use of VLSs ............... 200 4 5.3.1.2 Effects on perceived usefulness of VLSs ......................... 212 5.4 Comparison of VLSQ1, VLSQ2, and VLSQ3 results ................... 222 5.5 Study 3: qualitative data analysis, results and discussion ........... 233 5.5.1 The evaluation form ................................................................ 233 5.5.2 Study 3: Observation and semi-structured interview analysis . 237 6.0 Summary of major findings.......................................................... 244 6.1 Study 1 results: an overview of the current situation ................... 244 6.2 Study 3 results: trial and evaluation of the VLST programme ..... 247 6.2.1 Effect on teachers’ promotion and perceived usefulness of VLSs 248 6.2.2 Effects on students’ use and perceived usefulness on VLSs .. 249 7.0 Conclusion .................................................................................. 251 7.1 Research limitation ...................................................................... 254 7.2 Research contribution and implications ....................................... 255 8.0 APPENDICES ............................................................................. 257 8.1 Appendix 1: S1 teachers’ questionnaire (TVLSQ) ....................... 257 8.2 Appendix 2: S1 students’ questionnaire (SVLSQ) ....................... 261 8.3 Appendix 3: S1 students’ questionnaire (Arabic version) ............ 265 8.4 Appendix 4: Schmitt’s original questionnaire (SOQ) ................... 269 8.5 Appendix 5: Schmitt’s original questionnaire
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